TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

TOPIC 8
8.0 SYNOPSIS

LESSON PLANNING

Topic 8 provides you with some basic information on lesson planning It gives you some practice in planning the lesson plan via some discussion with peers and lecturer. It will enable you to focus on the factors to consider in lesson planning, to analyze and comment on the different stages of a lesson, to select appropriate activities and resources in line with the syllabus and with the correct objectives in your lesson plan. In addition lesson planning will help you identify the strengths and weakness of planning and enable you to improve on it before your micro-teaching 8.1 LEARNING OUTCOMES By the end of this Session, you will be able to: Prepare lesson plan and resources to teach grammar

8.2 FRAMEWORK FOR TOPIC

LESSON PLANNING 1.IN CONTEXT 2. IN ISOLATION

PLANNING AND DRAFTING

ACTIVITIES

RESOURCES

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Checklist for lesson planning. Read through to get a better understanding of what it takes to plan a good lesson.

8.3 PLANNING A LESSON 8.3.1 a. What is a lesson? A learning event in which all the activities are pre-orchestrated to serve one central pedagogic aim a. Have a beginning, a middle and end, though these stages are called by different names. (pre, while, post) 8.3.2 Why is Lesson planning important?

a. Requires the teacher to keep many things in mind simultaneously b. Teacher has to do work that can be done before a learning teaching session begins and work that can be done in the classroom c. Early planning enables the teacher to get the software and hardware necessary for implementing his/her plan. d. Lesson plan act as a record of work done. 8.3.3. a. b c Factors to bear in mind when planning a lesson The general and specific objectives it sets out to achieve decide on what the general aim of the lesson is going to be. Student characteristics take note of pupils interest Previous knowledge of the pupils d. Tasks e. Devise a task or a set of tasks Choose a task that would allow students to get practice in all the relevant skills. Materials Decide on the types of materials that will be used and how they will be exploited. 81 think specifically of concept of previous knowledge to be useful in planning.

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

f. Language requirements of task/ activity g. Time When the lesson will take place How much time is available Timing of activities Decisions on language need to be made at the stage when a task is being selected. Decisions regarding language also need to be made after the materials for the tasks have been assembled.

h. Amount and type of pupil-teacher participation i. Balance in allocation of time j. Sequence and grading of activities

Find time to do some research on lesson planning.

8.3.4

Possible Procedure for Planning a lesson a. Deciding on what to teach Look at the scheme of work for the week and pick the syllabus item(s) that can be done in the slot allocated for the day b. Deciding on general aims of your lesson If you are taking a skill-based approach, you need to look through the repertoire of skills specified in the syllabus. If you are taking a task-based approach, you need to decide which aims the task you have chosen can help to achieve.

c. Interpreting the chart d. Deciding on specific aims or levels of achievement teacher needs to know what sub-skills are generally involved in achieving the broad aim and then decide which of the several sub-skills should be the focus of his lesson. e. Taking stock of circumstances under which learning will take place.

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f. Deciding on the staging of the lesson g. Deciding on activites h. Checking for balance and variety i. Making a final copy of the lesson plan j. Dealing with mixed- ability groups

Search the Web for more information on lesson planning. Jot down some notes to keep you refreshed.

8.4 LESSON PLAN Format for Lesson Plan Subject :.. Class:.. Level: Date: Time:. Teaching Context:. Topic:. Enrolment:

Specifications: Decide the level at which your pupils are/ include integration of language skills Vary the demands and support factor of the task. Learning Outcomes: By the end of this lesson, pupils in their respective levels should be able to: Do what? What of What? How? How many? Are they behavioural? Measurable ? Tangible ? Thinking skills: Previous knowledge: Pupils have learnt ./ have been taught../ are familiar with.. Moral values : Teaching materials :

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Steps /Phase time Set induction Presentation: Step 1: (+/- mins) Step 2: (+/- mins) Practice : (+/- mins) Production / Evaluation (+/- mins) Closure: (+/-mins)

Content

Teaching learning activities

Remarks State where applicable

Focus on what the Pupils will do

advance/ intermediate / Elementary / Good / Average / weak / Mixed ability Reflect on your mirco-teaching and focus on issues and actions carried out during the micro-teaching. Also focus on your strenghts and weakness of your lesson.

Trainees reflection of the lesson: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Lecturers comments: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------84

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Refer to the book stated below to enhance your understanding of planning and implementation of lesson plans and reflection of your micro-teaching. Refer to Nesamalar Citravelu (2005) ELT Methodology Principles and Practice.Pp 196 - 240 for more ideas on teaching grammar and grammar activities. Refer to Brown, H.D.(2007) Teaching by Principles : An Interactive Approach to Language Pedagogy, pp 179 186 for more information. 8.5 SAMPLE LESSON PLAN LESSON PLAN FOR TEACHING GRAMMAR (IN CONTEXT) Subject: English Language- Grammar Class: Year 5 Mawar Level: Average Enrolment: 25 students Date: Time: Teaching Context : World of Knowledge Topic: My big family Learning Specifications: 5.3.1: Personal pronouns Eg I, you, he, she, we, they Learning outcomes: By the end of this lesson, pupils should be able to : 1.1 1.2 1.3 Describe about their family member by using suitable personal pronoun. Answer correctly 15 questions on personal pronouns Write a post card by using correct personal pronoun Identifying

Thinking skills:1.

2. Information processing Previous Knowledge: Pupils have learnt the part of speech noun.

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Moral Values: Love your family first Teaching Materials: LCD projector, Laptop, Manila Card, Worksheet, A4 Papers, Powerpoint presentation.

Stages/Phases contents Set Induction (+/- 5 mins) Introduction of the topic. My big family The teacher shows the students the my family Members video Questions: 1. What did you see in the video? 2. How many siblings do you have? 3. What are their names? 4. What are their hobbies?

Teaching learning Activities Teacher introduces the topic that students will learn today (My Big Family)

Remarks Predicting skills

To capture attention

Teacher shows a video of my family members to the students by using the LCD projector

Teacher asks some Wh--- questions based on the video shown

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Presentation (10 mins)

Teacher centered Material Microsoft Powerpoint Presentation Slides on a text of My family Expected answers: Mama Syara Papa Izat Materials: Pw presentation Personal pronoun

Teacher shows powerpoint Presentation slides of text my family Teacher reads the text once to the students Teacher draws the students attention to the words in bold Next , the teacher continues by showing PPT slides on personal pronouns Teachers introduces the definition of personal pronoun Teacher explains each pronoun with the help of pictures

Recap previous knowledge

Material: Text of My Family on the Manila card

Teacher provides some pictures and grid tables/ make students understand Next , the teacher shows again to the students written on manila card. Teacher asks students to replace all the nouns in the bracket by filling in the blanks with the personal pronouns

Develop students understanding

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Practice (+/- 25 Mins)

Teacher and the pupils Pairwork

Activity 1: Teacher asks the students to find their own partner and sit in pairs Teacher asks the students to practice using the personal pronoun about their own big family verbally Teacher asks the students to correct their friends work During practice

Co-operation

Activity 2: Teacher called the Develop selfstudents randomly to esteem come in front of the class and describe to the whole class about their big family by using the suitable personal pronoun Teatheir big family using the suitabl
Production (+/- 10 Mins)

Student centered Material: Worksheets

Next, teacher distributes worksheet on personal pronouns. The students are required to answer all the questions given. Teacher discuss the answers with all the students

Thinking skill Assess students understanding and feedback

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM Closure (+/-10 Mins)

Groupwork Write a post card

Teacher distributes A4 paper to all groups Teacher asks students to write a post card to one of their siblings who studies overseas to tell about their family condition in the hometown. Teacher gives compliments to the students for their active involvement and achievement

Creative thinking

8.6 LESSON PLAN (GRAMMAR IN ISOLATION)

Subject: English Language- Grammar Class: Year 5 Mawar Level: Average Enrolment: 25 students Date: Time: Teaching Context : World of knowledge Topic: Mid-position adverbs in present tense Learning Specifications: Learning outcomes: By the end of this lesson, pupils should be able to : 1.1 Use mid-position adverbs in statements and questions 1.2 Ask and answer questions based on table/ chart 1.3 Plan a group Chart Thinking skills:1. Identifying 2. Information processing 89

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Previous Knowledge: Pupils have learnt regular and irregular verbs in present tense Moral Values: Love your family first Teaching Materials: charts, pictures, four advertisements

Stages/Phases Induction (+/_ 5 mins)

Contents Teacher puts up the table on the whiteboard

Teaching learning Activities Grid table with all the names and the food that they eat in the canteen. Pupils are asked to enter their names and what they buy at the canteen each day of the week Q n A session

Remarks

Na M m on e Kri m s ee And others

Tu es

W ed

Th ur fru its

lak ric sa e

Pupils are encouraged to ask and answer questions Eg of question: What does Kris buy every day? What does Jas buy on Mon? What does Neeta buy on Tues?

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Presentation (+/- 20 mins)

Teacher says these sentences and pupils listen Kris buys mee on Monday. Neeta always buys Mee Leon buys rice every Tuesday

Pairwork Pupils repeat after teacher and then work in pairs

Practice (+/- 10 mins) Groupwork Teacher uses sugarpaper with blu-tac. a. Places figurine(cutouts from newspaper) on the sugarpaper For each person listed.eg coffee, cereals,tea, chocolates, milk etc b. Pupils practise structures using the pictures and cut-outs c. Pupils practise in groups then move to pairs Class discussion

Pupils encouraged to talk about Encik Razak, using the info in the table and using terms like usually, sometimes,never, always Production (+/- 15mins) Teacher puts up a chart giving information about Encik Razak (chart after the lesson 91 Pupils write sentences about En. Razak. Additional: teacher can also get students to write parallel paragraph about another person

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

plan)

As homework

Groupwork Closure (+/-10 mins) Making your own chart Get pupils to do a group chart on majong paper. (If not enough time , may continue the presentation of the chart the next lesson.)

Reflect on your teaching.

Trainees reflection of lesson: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Lecturers comments: ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Chart

En.Razak Mon buys plays eats cola tennis rice

Tues milk badminto n noodles

Wed tea tennis rice

Thurs tea hockey rice

Fri coffee tennis noodles

Sat tea tennis rice

Sun tea golf fish

Rread through the following points and apply it in your planning stage.

8.7 Stages of a Grammar Lesson Presentation Purpose

Focused practice
To build students confidence in using the new language To enable students

Communicative practice
To give students opportunities to use the new language in freer more

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM To lead students to use the structure to talk about themselves / things which really mean something to them. To check students understandings Clear, interesting, relevant and appropriate Includes an element of personal involvement(on the part of the students) Grammatical explanation if necessary to gain control of the structure within controlled framework purposeful and creative ways

Characteristics

Controlled to minimize scope for errors Clear, and precise Student talking time maximized

Learner centered Interaction activities which incorporate these Features: information gap, choice and feedback Communicative activities: *games *discussions

Typical activities

-Build up of appropriate situational and linguistic contexts for new language -listening to and initial repetition of new language -using new language to talk about themselves informant *teacher class *tr individual students

*drills *dialogue *text completion *problem-solving *Role-play

Role of teacher Types of instructions

*conductor *corrector *tr class/group Tr Stu -individual class/gp

*monitor and organizer Stu---student(pairs) student (groups) student

Degree of

*controlled

*very controlled, 94

*some guidance

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control

*semi-controlled

Students have limited choice

*free, students have choice * without correction but errors- noted *depends on proficiency of students and types of activity *after presentation and practice *within or across lessons

Correction

Necessary to correct to ensure students grasp the correct form *short *usually at the beginning

*immediate correction by teachers/ peers *depends on students needs and difficulty of the structure *immediately after presentation

Length and place in lesson

Some help for you to phrase your learning objectives.

8.8 List of Actions words that can used in constructing and generating SPECIFIC LEARNING OUTCOMES in the lesson plan. Competence Recall Action Verbs Define, describe, detail, specify, list, state, name, outline, recognize, identify, catalogue .. Understanding Explain, illustrate, account for, justify, distinguish, defend, deduce, conclude, exemplify, interpret, infer, predict, summarise. Application Apply, use, solve, relate, predict, calculate, produce, show,estimate, .. 95

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Analysis

Classify, categorise, compare, contrast, analyze, select, distinguish, resolve, investigate..

Evaluation

Evaluate, judge, choose, justify, interpret, conclude, compare, appraise..

Synthesis

Compose, create, plan, design,devise, organize, compile, develop, formulate

Practical

Assemble, compose, construct, produce, generate, install, perform, erect, manufacture, employ, operate, manipulate....

Behavioural

Respond, collaborate, co-operate, participate, demonstrate, relate, act, consider, encourage, promote, acknowledge, react, perform, contribute......

TOPIC 9
9.0 SYNOPSIS

SIMULATED TEACHING

Topic 9 provides you with some basic information on implementation of lesson planned with feedback from peers and lecturers. In this topic you also receive feedback and review of which your reflection will be based on. 9.1 LEARNING OUTCOMES By the end of this Session, you will be able to: Assess and evaluate on teaching performance 96

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9.2 FRAMEWORK OF TOPIC

IMPLEMENTATION

FEEDBACK

REVIEW

REFLECTION

9.3 SIMULATED TEACHING (Micro-teaching) Implementation: 9.3.1. Planning and discussion Refer to session 8 on factors to bear in mind when planning a lesson. Plan and discuss in pairs or small groups but write out your own lesson plan which need to be handed in for grading. Consult your lecturer if you need help in planning. 9.3.2. Materials and aids

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Materials and aids provide the context for presenting new language.They arouse interest, stimulate interaction and help students see new places, people and events and bring to life situations that is too abstract for understanding (Nesamalar, 2005) 9.3.3. Drafting , feedback and redrafting

Trainees draft the lesson plan and get feedback from lecturer concerned on areas that need improvement. Restrategise and redraft lesson plan and choose the lesson plan that you want to implement in your micro-teaching. 9.3.4. Micro- teaching in either in pairs or in groups of three

Based on the individual lesson plans, trainees can select one lesson plan from within the group members and do micro-teaching based on that particular improved lesson plan. Decide who is going to take which stage of the lesson.

9.5

Feedback and review: Comments from lecturer based on simulated teaching Strengths of the trainee / lesson / activities Weakness of the lesson / activities/ trainee Problem solving Suggestions for improvement

Note: Refer to appendix for Evaluation Form for Micro-teaching. Plan well. Be well prepared and implement your plan into action.

Task for you to further understand.

Task / Groupwork: Discuss the strengths and weakness of your group members with the feedback given by the lecturer and ways to solve the problems or conflicts faced in the class during the micro-teaching.

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9.6 Reflection: Writing of reflection based on: Process Actual teaching Strengths Weakness Learning points

Plan your visits to the library and do some research on the topics. Further reading: Harmer (4 th Edition) : The Practice of English Language Teaching Pp 364 379.

Evaluation Form Name marks

Criteria for evaluation: 1. Set Induction well managed, relevant , motivating and captivating 2. Lesson develops smoothly and presented systematically 3. Learner centered activities. 4. All activities are relevant, appropriate and effective. 5. Lesson is well wrapped up in an interesting and creative way. 99

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6. Excellent time management 7. Demonstrates a range of deep understanding of the processes involved in a teaching and learning situation 8. Able to analyze critically and identify clearly own strenghts and weakness

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